The global progress empowers the development of new business and expansion of existing business. The availability of sufficient accounting professional are necessary to manage and document the business activities. However, youth are less inclined to purse accounting as profession to keep the progress of global and local economic development. The current study aimed to explore the formation of the intention to pursue Certified Professional Accountancy Qualification with factor of capabilities, career opportunities, job security with respect to the extended theory of (...) planned behavior, i.e., attitude, subjective norms and perceived behavioral control. The study adopted a cross-sectional design and collected quantitative data from a total of 339 accounting students from Malaysia using an online survey. The finding revealed that capabilities and career opportunities influenced the students’ intention to pursue CPAQ. Meanwhile, perceived behavioral control had significantly affect the students’ decision to pursue CPAQ, which is in line with the TPB. The study concentrated on the importance of these factors in influencing the students’ intention and decision to pursue CPAQ. The study offered vital implications for accounting educators and educational institutions to promote the accounting profession as choice and students engage in pursuing CPAQ. The Malaysian government should encourage and support accounting students financially for pursuing CPAQ by providing job security and enhancing subjective norms that may enable these students to complete the required professional qualifications. The study’s limitations and future research opportunities are documented at the end of this article. (shrink)

Open-ended survey responses from 205 Christian exemplars drawn from 37 distinct congregations within 19 Christian denominations in the Northwest and New England regions of the United States were analyzed by chi-square and multiple regression analyses to determine relationships between religious experience and gender. Results indicated that men were more likely than women to describe positions of leadership/responsibility/service as influential to their faith, and to indicate their own personal sin as a faith challenge. Women were more likely than men to describe (...) negative/tragic events as a faith influence, the intellectual dimension of their faith as a challenge, and serving other people as a faith satisfaction. These results appear to lend strong empirical support to previous assertions in both the social science and feminist theological literature regarding relationships between gender and religious experience. (shrink)

The author of the Society of Professional Journalists, Sigma Delta Chi's Code of Ethics traces the history of the code and demonstrates how this and other codes are double?edged swords that demand accountability at the same time they attempt to instill the public with some confidence in journalism. A primary concern over the 1973 SPJ/SDX Code is its concluding clause asking SPJ members to censure wrongdoers in the profession. These ?teeth?; have never been effectively utilized, the author maintains. Journalists are (...) uncomfortable with calling attention to the sins of fellow professionals, and are concerned about due process. Recent efforts to establish enforcement procedures have been futile, garnering little support from SPJ leaders or the rank and file. The author points to the irony of professionals who voluntarily embrace ethical principles but are afraid that those principles will be imposed upon them. (shrink)

Il problema filosofico di Boezio, già chiaro sin dalla comparsa sulla scena di Filosofia, risiede nel tentativo di chiarire come si possano avere conoscenze stabili, cioè necessarie, di cose mutevoli, cioè contingenti, ed è un problema di coesistenza tra le une e le altre. Una lettura filosofica che, trasposta in termini teologici, porta a questa idea di creazione: un mondo contingente creato da un Dio, in sé necessario, che nel momento in cui crea lo fa in relazione ai suoi modi (...) di conoscere, cioè necessitando in modo condizionato le cose esistenti. In tal modo, egli fonda la nostra conoscenza del mondo e quella di noi stessi che il mondo vediamo, pensiamo e giudichiamo mentre vediamo, pensiamo e giudichiamo di vedere, pensare e giudicare il mondo.La storia della Consolatio Philosophiae è la storia tragica di quell’ipotetico generale, di cui scrive Musil, che per ragioni strategiche manda dei battaglioni alla morte sicura, ed è un assassino se si pensa che si tratta di migliaia di figli di mamma; ma diventa subito qualcos’altro se si connette il fatto con altri pensieri, per esempio con la necessità del sacrificio o la brevità della vita. È poi la storia tragica della presa d’atto di quanto sia utile ma falso il tentativo di chi considera la vita che si presenta dinnanzi come un dato fisso e fermo. E lo è perché è la contemporanea storia del tragico tentativo di fondare il pensiero sul mondo a partire dalla consapevolezza che il mondo potrebbe mutare in ogni istante in tutte le direzioni, o almeno in una qualunque di esse. (shrink)

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

I. Singminji sigi p'yŏn -- II. Chŏnhwan'gi ŭi iron oe.

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

In this paper, we formulate and investigate a two-microorganism and single nutrient chemostat model with Monod-Haldane response function and random perturbation. First, for the corresponding deterministic system, we introduce the conditions of the stability of the equilibrium points. Then, using Lyapunov function and Itô’s formula, we investigate the existence and uniqueness of the global positive solution of the stochastic chemostat model. Furthermore, we explore and obtain the criterions of the extinction and the permanence for the stochastic model. Finally, numerical simulations (...) are carried out to illustrate our main results. (shrink)

This work is primarily an interpretation of Indian Logic preserved in China.

Studies on testing effect have showed that a practice test on study materials leads to better performance in a final test than restudying the materials for the same amount of time. Two experiments were conducted to test how distraction, as triggered by divided attention or experimentally induced anxious mood in the practice phase, could modulate the benefit of testing (vs. restudying) on the learning of interesting and boring general knowledge facts. Two individual difference factors (trait test anxiety and working memory (...) (WM) capacity) were measured. Under divided attention, participants restudied or recalled the missing information in visually presented general knowledge facts, while judging whether auditorily presented items were from a pre-specified category. To experimentally induce anxious mood, we instructed participants to view and interpret negative pictures with anxious music background before and during the practice phase. Immediate and two-day delayed tests were given. Regardless of item type (interesting or boring) or retention interval, the testing effect was not significantly affected by divided (vs. full) attention or anxious (vs. neutral) mood. These results remained unchanged after taking into account the influences of participants’ trait test anxiety and WM capacity. However, when analyses were restricted to the study materials that had been learnt in the divided attention condition while participants accurately responded to the concurrent distracting task, the testing effect was stronger in the divided attention condition than in the full attention condition. Contrary to previous studies (e.g., Tse and Pu, 2012 ), there was no WM capacity × trait test anxiety interaction in the overall testing effect. Theoretical and practical implications of these findings are discussed. (shrink)

The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine the existence of problem categories as a basis for representation; differences in the categories used by experts and novices; differences in the knowledge associated with the categories; and features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, (...) and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features. (shrink)

本书里的"修辞"是指有效地运用语言文字完成特定的言语表达目的的行为,包括口头形式的各种话语活动,也包括书面层面的词句调整与篇章结构安排等话语现象.作者据此对相应文献作了尽可能穷尽性的调查与归纳,对儒家 文献中所反映的修辞思想作了更有广度和深度的概括,得出了系统性的思想脉络,归结为两个层面:一是普通修辞思想,二是缘于儒家独特的价值观念而提出的有特定文化内涵的修辞思想.

Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.

Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...) caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. (shrink)

In the early 1990s, the Commonwealth reformed its political structure to allow interference in domestic affairs of member states. This article examines whether such an institutional transformation has helped the organization to fulfil its purpose to work in the common interests of member countries and of their people. The article demonstrates that, while, as a consequence of post-Cold War globalization, concerns about the Commonwealth's political credibility and public perception have relaxed Commonwealth leaders' reluctance to accept legally binding norms of the (...) organization, strong resistance to Commonwealth interference in internal affairs exists among developing member states. It is argued that, because the new Commonwealth political structure lacks legitimacy and is contrary to the real interests of the majority of members, institutionalizing the Commonwealth has not contributed to the formation of a collective identity among Commonwealth members and to the resolution of the problem of inequality within and without the organization. (shrink)

Multicellularity in the cellular slime mold Dictyostelium discoideum is achieved by the expression of two types of cell–cell adhesion sites. The EDTA‐sensitive adhesion sites are expressed very early in the developmental cycle and a surface glycoprotein of 24000 Da is known to be responsible for these sites. The EDTA‐resistant contact sites begin to accumulate on the cell surface at the aggregation stage of development. Several glycoproteins have been implicated in the EDTA‐resistant type of cell–cell binding and the best characterized one (...) has an Mr of 80000 (gp80). gp80 mediates cell–cell binding via homophilic interaction and its cell binding site has been mapped to an octapeptide sequence. The mechanism by which gp80 mediates cell–cell adhesion will be discussed. (shrink)

Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross‐situational learning paradigm to test whether English speakers were able to use co‐occurrences to learn word‐to‐object mappings and concurrently form object categories based on the commonalities across training stimuli. Experiment 2 replicated the first experiment and further examined whether speakers of Mandarin, a language in which final syllables of object names are more predictive of category membership (...) than English, were able to learn words and form object categories when trained with the same type of structures. The results indicate that both groups of learners successfully extracted multiple levels of co‐occurrence and used them to learn words and object categories simultaneously. However, marked individual differences in performance were also found, suggesting possible interference and competition in processing the two concurrent streams of regularities. (shrink)

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...) collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. (shrink)

In this paper we provide a philosophical analysis of the Hard Problem of consciousness and the implications of conceivability scenarios for current neuroscientific research. In particular, we focus on one of the most prominent neuroscientific theories of consciousness, integrated information theory (IIT). After a brief introduction on IIT, we present Chalmers’ original formulation and propose our own layered view of the hard problem, showing how 2 separate issues can be distinguished. More specifically, we argue that it’s possible to disentangle a (...) core problem of consciousness from a layered hard problem, the latter being essentially connected to Chalmers’ conceivability argument. We then assess the relation between the Hard Problem and IIT, showing how the theory resists conceivability scenarios, and how it is equipped to face up to the hard problem in its broadest acceptation. (shrink)

This paper deals with a foundational aspect of Integrated Information Theory of consciousness: the nature of the relation between the axioms of phenomenology and the postulates of cause-effect power. There has been a lack of clarity in the literature regarding this crucial issue, for which IIT has received much criticism of its axiomatic method and basic tenets. The present contribution elucidates the problem by means of a categorial analysis of the theory’s foundations. Its main results are that: IIT has a (...) set of nine fundamental concepts of reason, called categories, which constitute its categorial lexicon and through which it formulates a system of principles incorporating the axioms, the postulates, and the central identity; and the connection between the axioms and postulates is grounded by their common root in this categorial lexicon, the categories of which find their justification by means of a phenomenological and transcendental deduction. Some further results are the unique origin of axioms and postulates in the categories; the distinction between conceptual and formalized postulates; a clarification of the uniqueness problem of categorial lexica in general; and an IIT account of objectivity by explicating how the physical is defined by means of categories. All of this is put to use against various criticism targeting IIT’s theoretical core. If successful, the proposed interpretation illuminates a central issue in the contemporary study of consciousness and contributes to an environment of mutual understanding between defenders and critics of the theory. (shrink)